Just write a summery
please read the instructions properly and references should be APA.
Follow these instruction to do the summary:
1. First Read the Houde & Hill reading.
2. There are three sections:
· the problem with prototyping
· a model of what prototypes prototype
· further examples
3. Read each section
4. You should be able to answer these questions:
· why prototype?
· what is a prototype?
· what types of prototypes are there?
· Can you give examples of each?
1
1. INTRODUCTION
Prototypes are widely recognized to be a core means
of exploring and expressing designs for interactive
computer artifacts. It is common practice to build
prototypes in order to represent different states of
an evolving design, and to explore options. How-
ever, since interactive systems are complex, it may
be difficult or impossible to create prototypes of a
whole design in the formative stages of a project.
Choosing the right kind of more focused prototype
to build is an art in itself, and communicating its
limited purposes to its various audiences is a criti-
cal aspect of its use.
The ways that we talk, and even think about pro-
totypes, can get in the way of their effective use.
Current terminology for describing prototypes cen-
ters on attributes of prototypes themselves, such as
what tool was used to create them, and how re-
fined-looking or -behaving they are. Such terms
can be distracting. Tools can be used in many dif-
ferent ways, and detail is not a sure indicator of
completeness.
We propose a change in the language used to talk
about prototypes, to focus more attention on fun-
damental questions about the interactive system
being designed: What role will the artifact play in
a user’s life? How should it look and feel? How
should it be implemented? The goal of this chapter
is to establish a model that describes any prototype
in terms of the artifact being designed, rather than
the prototype’s incidental attributes. By focusing
on the purpose of the prototype—that is, on what
it prototypes—we can make better decisions about
the kinds of prototypes to build. With a clear pur-
pose for each prototype, we can better use proto-
types to think and communicate about design.
In the first section we describe some current diffi-
culties in communicating about prototypes: the
complexity of interactive systems; issues of multi-
disciplinary teamwork; and the audiences of pro-
totypes. Next, we introduce the model and illus-
trate it with some initial examples of prototypes
from real projects. In the following section we
present several more examples to illustrate some
further issues. We conclude the chapter with a sum-
mary of the main implications of the model for
prototyping practice.
2. THE PROBLEM WITH PROTOTYPES
Interactive computer systems are complex. Any
artifact can have a rich variety of software, hard-
ware, auditory, visual, and interactive features. For
example, a personal digital assistant such as the
Apple Newton has an operating system, a hard case
with various ports, a graphical user interface and
audio feedback. Users experience the combined
effect of such interrelated features; and the task of
designing—and prototyping—the user experience
is therefore complex. Every aspect of the system
must be designed (or inherited from a previous sys-
tem), and many features need to be evaluated in
combination with others.
Prototypes provide the means for examining de-
sign problems and evaluating solutions. Selecting
the focus of a prototype is the art of identifying the
most important open design questions. If the arti-
fact is to provide new functionality for users—and
thus play a new role in their lives—the most im-
portant questions may concern exactly what that
role should be and what features are needed to sup-
port it. If the role is well understood, but the goal
What do Prototypes Prototype?
Stephanie Houde and Charles Hill
Apple Computer, Inc.
Cupertino, CA, USA
s.houde@ix.netcom.com, hillc@ix.netcom.com
This ar ticle is published, in a different format, as Houde, S.,
and Hill, C., What Do Prototypes Prototype?, in Handbook of
Human-Computer Interaction (2nd Ed.), M. Helander,
T.␣ Landauer, and P. Prabhu (eds.): Elsevier Science B. V:
Amsterdam, 1997.
2
of the artifact is to present its functionality in a
novel way, then prototyping must focus on how
the artifact will look and feel. If the artifact’s func-
tionality is to be based on a new technique, ques-
tions of how to implement the design may be the
focus of prototyping efforts.
Once a prototype has been created, there are sev-
eral distinct audiences that designers discuss pro-
totypes with. They are: the intended users of the
artifact being designed; their design teams; and the
supporting organizations that they work within
(Erickson, 1995). Designers evaluate their options
with their own team by critiquing prototypes of
alternate design directions. They show prototypes
to users to get feedback on evolving designs. They
show prototypes to their supporting organizations
(such as project managers, business clients, or pro-
fessors) to indicate progress and direction.
It is difficult for designers to communicate clearly
about prototypes to such a broad audience. It is
challenging to build prototypes which produce feed-
back from users on the most important design ques-
tions. Even communication among designers re-
quires effort due to differing perspectives in a multi-
disciplinary design team. Limited understanding
of design practice on the part of supporting orga-
nizations makes it hard for designers to explain their
prototypes to them. Finally, prototypes are not self-
explanatory: looks can be deceiving. Clarifying
what aspects of a prototype correspond to the even-
tual artifact—and what don’t—is a key part of suc-
cessful prototyping.
2.1 What is a prototype?
Designing interactive systems demands collabo-
ration between designers of many different dis-
ciplines (Kim, 1990). For example, a project might
require the skills of a programmer, an interaction
designer, an industrial designer, and a project man-
ager. Even the term “prototype” is likely to be
ambiguous on such a team. Everyone has a
different expectation of what a prototype is.
Industrial designers call a molded foam model a
prototype. Interaction designers refer to a simula-
tion of on-screen appearance and behavior as a pro-
totype. Programmers call a test program a proto-
type. A user studies expert may call a storyboard,
which shows a scenario of something being used, a
prototype.
The organization supporting a design project may
have an overly narrow expectation of what a pro-
totype is. Shrage (1996) has shown that organiza-
tions develop their own “prototyping cultures”
which may cause them to consider only certain kinds
of prototypes to be valid. In some organizations,
only prototypes which act as proof that an artifact
can be produced are respected. In others, only
highly detailed representations of look and feel are
well understood.
Is a brick a prototype? The answer depends on
how it is used. If it is used to represent the weight
and scale of some future artifact, then it certainly
is: it prototypes the weight and scale of the artifact.
This example shows that prototypes are not neces-
sarily self-explanatory. What is significant is not
what media or tools were are used to create them,
but how they are used by a designer to explore or
demonstrate some aspect of the future artifact.
2.2 Current terminology
Current ways of talking about prototypes tend to
focus on attributes of the prototype itself, such as
which tool was used to create it (as in “C”, “Direc-
tor™”, and “paper” prototypes); and on how fin-
ished-looking or -behaving a prototype is (as in
“high-fidelity” and “low-fidelity” prototypes). Such
characterizations can be misleading because the ca-
pabilities and possible uses of tools are often mis-
understood and the significance of the level of fin-
ish is often unclear, particularly to non-designers.
Tools can be used in many different ways. Some-
times tools which have high-level scripting lan-
guages (like HyperCard™), rather than full pro-
gramming languages (like C), are thought to be
unsuitable for producing user-testable prototypes.
However, Ehn and Kyng (1991) have shown that
even prototypes made of cardboard are very useful
for user testing. In the authors’ experience, no one
tool supports iterative design work in all of the im-
portant areas of investigation. To design well, de-
signers must be willing to use different tools for
different prototyping tasks; and to team up with
other people with complementary skills.
3
Finished-looking (or -behaving) prototypes are of-
ten thought to indicate that the design they repre-
sent is near completion. Although this may some-
times be the case, a finished-looking prototype
might be made early in the design process (e.g., a
3D concept model for use in market research), and
a rough one might be made later on (e.g., to em-
phasize overall structure rather than visual details
in a user test). Two related terms are used in this
context: “resolution” and “fidelity”. We interpret
resolution to mean “amount of detail”, and fidel-
ity to mean “closeness to the eventual design”. It is
important to recognize that the degree of visual and
behavioral refinement of a prototype does not nec-
essarily correspond to the solidity of the design, or
to a particular stage in the process.
3. A MODEL OF WHAT PROTOTYPES PROTOTYPE
3.1 Definitions
Before proceeding, we define some important terms.
We define artifact as the interactive system being
designed. An artifact may be a commercially re-
leased product or any end-result of a design activ-
ity such as a concept system developed for research
purposes. We define prototype as any representa-
tion of a design idea, regardless of medium. This
includes a preexisting object when used to answer
a design question. We define designer as anyone
who creates a prototype in order to design, regard-
less of job title.
3.2 The model
The model shown in Figure 1 represents a three-
dimensional space which corresponds to important
aspects of the design of an interactive artifact. We
define the dimensions of the model as role; look
and feel; and implementation. Each dimension cor-
responds to a class of questions which are salient
to the design of any interactive system. “Role” re-
fers to questions about the function that an artifact
serves in a user’s life—the way in which it is useful
to them. “Look and feel” denotes questions about
the concrete sensory experience of using an arti-
fact—what the user looks at, feels and hears while
using it. “Implementation” refers to questions about
the techniques and components through which an
artifact performs its function—the “nuts and bolts”
of how it actually works. The triangle is drawn
askew to emphasize that no one dimension is
inherently more important than any other.
Goal of the model
Given a design problem (of any scope or size), de-
signers can use the model to separate design issues
into three classes of questions which frequently de-
mand different approaches to prototyping. Imple-
mentation usually requires a working system to be
built; look and feel requires the concrete user ex-
perience to be simulated or actually created; role
requires the context of the artifact’s use to be es-
tablished. Being explicit about what design ques-
tions must be answered is therefore an essential aid
to deciding what kind of prototype to build. The
model helps visualize the focus of exploration.
Markers
A prototype may explore questions or design op-
tions in one, two or all three dimensions of the
model. In this chapter, several prototypes from real
design projects are presented as examples. Their
relationship to the model is represented by a marker
on the triangle. This is a simple way to put the
purpose of any prototype in context for the designer
and their audiences. It gives a global sense of what
the prototype is intended to explore; and equally
important, what it does not explore.
It may be noted that the triangle is a relative and
subjective representation. A location toward one
corner of the triangle implies simply that in the
designer’s own judgment, more attention is given
to the class of questions represented by that corner
than to the other two.
Implementation
Role
Look and feel
Figure 1. A model of what prototypes prototype.
4
3.3 Three prototypes of one system
The model is best explained further through an ex-
ample from a real project. The three prototypes
shown in Examples 1-3 were created during the
early stages of development of a 3D space-planning
application (Houde, 1992).
The goal of the project was to design an example
of a 3D application which would be accessible to a
broad range of nontechnical users. As such it was
designed to work on a personal computer with an
ordinary mouse. Many prototypes were created
by different members of the multi-disciplinary de-
sign team during the project.
The prototype shown in Example 1 was built to
show how a user might select furniture from an on-
line catalog and try it out in an approximation of
their own room. It is an interactive slide show which
the designer operated by clicking on key areas of
the rough user interface. The idea that virtual space-
planning would be a helpful task for nontechnical
users came from user studies. The purpose of the
prototype was to quickly convey the proposed role
of the artifact to the design team and members of
the supporting organization.
Since the purpose of the prototype was primarily
to explore and visualize an example of the role of
the future artifact, its marker appears very near the
role corner of the model in Figure 2. It is placed a
little toward the look and feel corner because it also
explored user interface elements in a very initial
form.
One of challenges of the project was to define an
easy-to-use direct manipulation user interface for
moving 3D objects with an ordinary 2D mouse cur-
sor. User testing with a foam-core model showed
that the most important manipulations of a space-
planning task were sliding, lifting, and turning fur-
niture objects. Example 2 shows a picture of a pro-
totype which was made to test a user interface fea-
turing this constrained set of manipulations. Click-
ing once on the chair object caused its bounding
box to appear. This “handle box” offered hand-
shaped controls for lifting and turning the box and
chair (as if the chair was frozen inside the box).
Clicking and dragging anywhere on the box allowed
the unit to slide on a 3D floor. The prototype was
built using Macromedia Director (a high level ani-
mation and scripting tool.) It was made to work
only with the chair data shown: a set of images pre-
drawn for many angles of rotation.
Role
Look and feel
Implementation
1
2
3
Figure 2. Relationship of three prototypes (Examples
1-3) to the model. Example 1. Role prototype for 3D space-planning
application [E1 Houde 1990].
Example 2. Look-and-feel prototype for 3D space-
planning application [E2 Houde 1990].
5
The purpose of Example 2 was to get feedback from
users as quickly as possible as to whether the look
and feel of the handle box user interface was prom-
ising. Users of the prototype were given tasks which
encouraged them to move the chair around a vir-
tual room. Some exploration of role was supported
by the fact that the object manipulated was a chair,
and space-planning tasks were given during the test.
Although the prototype was interactive, the pro-
gramming that made it so did not seriously explore
how a final artifact with this interface might be imple-
mented. It was only done in service of the look and
feel test. Since the designer primarily explored the
look and feel of the user interface, this prototype’s
marker is placed very near the look and feel corner
of the model in Figure 2.
A technical challenge of the project was figuring
out how to render 3D graphics quickly enough on
equipment that end-users might have. At the time,
it was not clear how much real time 3D interaction
could be achieved on the Apple Macintosh™ IIfx
computer—the fastest Macintosh then available.
Example 3 shows a prototype which was built pri-
marily to explore rendering capability and perfor-
mance. This was a working prototype in which
multiple 3D objects could be manipulated as in
Example 2, and the view of the room could be
changed to any perspective. Example 3 was made
in a programming environment that best supported
the display of true 3D perspectives during manipu-
lation. It was used by the design team to determine
what complexity of 3D scenes was reasonable to
design for. The user interface elements shown on
the left side of the screen were made by the pro-
grammer to give himself controls for demonstrat-
ing the system: they were not made to explore the
look and feel of the future artifact. Thus the pri-
mary purpose of the prototype was to explore how
the artifact might be implemented. The marker for
this example is placed near the implementation cor-
ner (Figure 2).
One might assume that the role prototype (Example
1) was developed first, then the look and feel pro-
totype (Example 2), and finally the implementation
prototype (Example 3): that is, in order of increas-
ing detail and production difficulty. In fact, these
three prototypes were developed almost in paral-
lel. They were built by different design team mem-
bers during the early stages of the project. No single
prototype could have represented the design of the
future artifact at that time. The evolving design
was too fuzzy—existing mainly as a shared con-
cept in the minds of the designers. There were also
too many open and interdependent questions in
every design dimension: role, look and feel, imple-
mentation.
Making separate prototypes enabled specific design
questions to be addressed with as much clarity as
possible. The solutions found became inputs to an
integrated design. Answers to the rendering capa-
bility questions addressed by Example 3 informed
the design of the role that the artifact could play
(guiding how many furniture objects of what com-
plexity could be shown). It also provided guiding
constraints for the direct manipulation user inter-
face (determining how much detail the handle forms
could have). Similarly, issues of role addressed by
Example 1 informed the implementation problem
by constraining it: only a constrained set of ma-
nipulations was needed for a space-planning appli-
cation. It also simplified the direct manipulation
user interface by limiting the necessary actions and
therefore controls which needed to be provided.
It was more efficient to wait on the results of inde-
pendent investigations in the key areas of role, look
and feel and implementation than to try to build a
monolithic prototype that integrated all features
from the start. After sufficient investigation in sepa-
rate prototypes, the prototype in Example 3 began
Example 3. Implementation prototype for 3D space-
planning application [E3 Chen 1990].
6
to evolve into an integrated prototype which could
be described by a position at the center of our
model. A version of the user interface developed
in Example 2 was implemented in the prototype in
Example 3. Results of other prototypes were also
integrated. This enabled a more complete user test
of features and user interface to take place.
This set of three prototypes from the same project
shows how a design problem can be simultaneously
approached from multiple points of view. Design
questions of role, look and feel, and implementa-
tion were explored concurrently by the team with
the three separate prototypes. The purpose of the
model is to make it easier to develop and subse-
quently communicate about this kind prototyping
strategy.
4. FURTHER EXAMPLES
In this section we present twelve more examples of
prototypes taken from real projects, and discuss
them in terms of the model. Examples are divided
into four categories which correspond to the four
main regions of the model, as indicated in Figure
3. The first three categories correspond to proto-
types with a strong bias toward one of the three
corners: role, look and feel, and implementation
prototypes, respectively. Integration prototypes
occupy the middle of the model: they explore a
balance of questions in all three dimensions.
4.1 Role prototypes
Role prototypes are those which are built prima-
rily to investigate questions of what an artifact
could do for a user. They describe the functional-
ity that a user might benefit from, with little atten-
tion to how the artifact would look and feel, or
how it could be made to actually work. Designers
find such prototypes useful to show their design
teams what the target role of the artifact might be;
to communicate that role to their supporting orga-
nization; and to evaluate the role in user studies.
A portable notebook computer
The paper storyboard shown in Example 4 was an
early prototype of a portable notebook computer
for students which would accept both pen and fin-
ger input. The scenario shows a student making
notes, annotating a paper, and marking pages for
later review in a computer notebook. The designer
presented the storyboard to her design team to fo-
cus discussion on the issues of what functionality
the notebook should provide and how it might be
controlled through pen and finger interaction. In
terms of the model, this prototype primarily ex-
plored the role of the notebook by presenting a
rough task scenario for it. A secondary consider-
ation was a rough approximation of the user inter-
face. Its marker, shown in Figure 4, is therefore
positioned near the role corner of the model and a
little toward look and feel.
Storyboards like this one are considered to be ef-
fective design tools by many designers because they
help focus design discussion on the role of an arti-
fact very early on. However, giving them status as
prototypes is not common because the medium is
paper and thus seems very far from the medium of
Look and feel
Integration
Implementation
Role
Figure 3. Four principal categories of prototypes on
the model.
Example 4. Storyboard for a portable notebook
computer [E4 Vertelney 1990].
7
an interactive computer system. We consider this
storyboard to be a prototype because it makes a
concrete representation of a design idea and serves
the purpose of asking and answering design ques-
tions. Of course, if the designer needed to evaluate
a user’s reaction to seeing the notebook or to using
the pen-and-finger interaction, it would be neces-
sary to build a prototype which supported direct
interaction. However, it might be wasteful to do so
before considering design options in the faster,
lighter-weight medium of pencil and paper.
An operating system user inter face
Example 5 shows a screen view of a prototype that
was used to explore the design of a new operating
system. The prototype was an interactive story: it
could only be executed through a single, ordered,
sequence of interactions. Clicking with a cursor
on the mailbox picture opened a mail window; then
clicking on the voice tool brought up a picture of
some sound tools; and so on. To demonstrate the
prototype, the designer sat in front of a computer
and play-acted the role of a user opening her mail,
replying to it, and so forth. The prototype was used
in design team discussions and also demonstrated
to project managers to explain the current design
direction. According to the model, this prototype
primarily explored the role that certain features of
the operating system could play in a user’s daily
tasks. It was also used to outline very roughly how
its features would be portrayed and how a user
would interact with it. As in the previous example,
the system’s implementation was not explored. Its
marker is shown in Figure 4.
To make the prototype, user interface elements were
hand-drawn and scanned in. Transitions between
steps in the scenario were made interactive in Mac-
romedia Director. This kind of portrayal of on-
screen interface elements as rough and hand-drawn
was used in order to focus design discussion on the
overall features of a design rather than on specific
details of look and feel or implementation (Wong,
1992). Ironically, while the design team understood
the meaning of the hand-drawn graphics, other
members of the organization became enamored with
the sketchy style to the extent that they considered
using it in the final artifact. This result was en-
tirely at odds with the original reasons for making
a rough-looking prototype. This example shows
how the effectiveness of some kinds of prototypes
may be limited to a specific kind of audience.
The Knowledge Navigator
Example 6 shows a scene from Apple Computer’s
Knowledge Navigator™ video. The video tape tells
a day-in-the-life story of a professor using a futur-
istic notebook computer (Dubberly and Mitch,
1987). An intelligent agent named “Phil” acts as
his virtual personal assistant, finding information
related to a lecture, reminding him of his mother’s
birthday, and connecting him with other professors
via video-link. The professor interacts with Phil by
talking, and Phil apparently recognizes everything
said as well as a human assistant would.
Based on the model, the Knowledge Navigator is
identified primarily as a prototype which describes
Look and feel
Implementation
Role
4
6
7
5
Figure 4. Relationship of role prototypes (Examples
4-7) to the model.
Example 5. Interactive story for an operating system
interface [E5 Vertelney and Wong 1990].
8
the role that the notebook would play in such a
user’s life. The story is told in great detail, and it is
clear that many decisions were made about what
to emphasize in the role. The video also shows spe-
cific details of appearance, interaction, and perfor-
mance. However, they were not intended by the
designers to be prototypes of look and feel. They
were merely placeholders for the actual design work
which would be necessary to make the product re-
ally work. Thus its marker goes directly on the
role corner (Figure 4).
Thanks to the video’s special effects, the scenario
of the professor interacting with the notebook and
his assistant looks like a demonstration of a real
product. Why did Apple make a highly produced
prototype when the previous examples show that a
rapid paper storyboard or a sketchy interactive pro-
totype were sufficient for designing a role and tell-
ing a usage story? The answer lies in the kind of
audience. The tape was shown publicly and to
Apple employees as a vision of the future of com-
puting. Thus the audience of the Knowledge Navi-
gator was very broad—including almost anyone in
the world. Each of the two previous role design
prototypes was shown to an audience which was
well informed about the design project. A rough
hand-drawn prototype would not have made the
idea seem real to the broad audience the video ad-
dressed: high resolution was necessary to help
people concretely visualize the design. Again, while
team members learn to interpret abstract kinds of
prototypes accurately, less expert audiences cannot
normally be expected to understand such approxi-
mate representations.
The Integrated Communicator
Example 7 shows an appearance model of an Inte-
grated Communicator created for customer research
into alternate presentations of new technology (ID
Magazine 1995). It was one of three presentations
of possible mechanical configurations and interac-
tion designs, each built to the same high finish and
accompanied by a video describing on-screen inter-
actions. In the study, the value of each presenta-
tion was evaluated relative to the others, as per-
ceived by study subjects during one-on-one inter-
views. The prototype was used to help subjects
imagine such a product in the store and in their
homes or offices, and thus to evaluate whether they
would purchase such a product, how much they
would expect it to cost, what features they would
expect, etc.
The prototype primarily addresses the role of the
product, by presenting carefully designed cues which
imply a telephone-like role and look-and-feel. Fig-
ure 4 shows its marker near the role corner of the
model. As with the Knowledge Navigator, the very
high-resolution look and feel was a means of mak-
ing the design as concrete as possible to a broad
audience. In this case however it also enabled a
basic interaction design strategy to be worked out
and demonstrated. The prototype did not address
implementation.
Example 6. Knowledge Navigator™ vision video for a
future notebook computer [E6 Dubberly and Mitch ’87].
Example 7. Appearance model for the Integrated
Communicator [E7 Udagawa 1995].
9
The key feature of this kind of prototype is that it
is a concrete and direct representation, as visually
finished as actual consumer products. These at-
tributes encourage an uncoached person to directly
relate the design to their own environment, and to
the products they own or see in stores. High qual-
ity appearance models are costly to build. There
are two common reasons for investing in one: to
get a visceral response by making the design seem
“real” to any audience (design team, organization,
and potential users); and to verify the intended look
and feel of the artifact before committing to pro-
duction tooling. An interesting side-effect of this
prototype was that its directness made it a power-
ful prop for promoting the project within the orga-
nization.
4.2 Look and Feel prototypes
Look and feel prototypes are built primarily to ex-
plore and demonstrate options for the concrete ex-
perience of an artifact. They simulate what it would
be like to look at and interact with, without neces-
sarily investigating the role it would play in the user’s
life or how it would be made to work. Designers
make such prototypes to visualize different look and
feel possibilities for themselves and their design
teams. They ask users to interact with them to see
how the look and feel could be improved. They
also use them to give members of their supporting
organization a concrete sense of what the future
artifact will be like.
A fashion design workspace
The prototype shown in Example 8 was developed
to support research into collaboration tools for fash-
ion designers (Hill et al., 1993; Scaife et al, 1994).
A twenty-minute animation, it presented the con-
cept design for a system for monitoring garment
design work. It illustrated in considerable detail
the translation of a proven paper-based procedure
into a computer-based system with a visually rich,
direct manipulation, user interface. The prototype’s
main purposes were to confirm to the design team
that an engaging and effective look and feel could
be designed for this application, and to convince
managers of the possibilities of the project. It was
presented to users purely for informal discussion.
This is an example of a look and feel prototype.
The virtue of the prototype was that it enabled a
novel user interface design to be developed with-
out having first to implement complex underlying
technologies. While the role was inherited from
existing fashion design practice, the prototype also
demonstrated new options offered by the new com-
puter-based approach. Thus, Figure 5 shows its
marker in the look and feel area of the model.
One issue with prototypes like this one is that inex-
perienced audiences tend to believe them to be more
functional than they are just by virtue of being
shown on a computer screen. When this prototype
was shown, the designers found they needed to take
great care to explain that the design was not imple-
mented.
Example 8. Animation of the look and feel of a fashion
design workspace [E8 Hill 1992].
Role
Look and feel
Implementation
8
10
9
Figure 5. Relationship of the look and feel prototypes
(Examples 8-10) to the model.
10
A learning toy
The “GloBall” project was a concept for a children’s
toy: a ball that would interact with children who
played with it. Two prototypes from the project
are shown, disassembled, in Example 9. The de-
sign team wanted the ball to speak back to kids
when they spoke to it, and to roll towards or away
from them in reaction to their movements. The
two prototypes were built to simulate these func-
tions separately. The ball on the left had a walkie-
talkie which was concealed in use. A hidden op-
erator spoke into a linked walkie-talkie to simulate
the ball’s speech while a young child played with it.
Similarly, the ball on the right had a radio-controlled
car which was concealed in use. A hidden operator
remotely controlled the car, thus causing the ball to
roll around in response to the child’s actions.
As indicated by the marker in Figure 5, both proto-
types were used to explore the toy’s look and feel
from a child’s viewpoint, and to a lesser extent to
evaluate the role that the toy would play. Neither
seriously addressed implementation. The design-
ers of these very efficient prototypes wanted to know
how a child would respond to a toy that appeared
to speak and move of its own free will. They man-
aged to convincingly simulate novel and difficult-
to-implement technologies such as speech and au-
tomotion, for minimal cost and using readily avail-
able components. By using a “man behind the cur-
tain” (or “Wizard of Oz”) technique, the designers
were able to present the prototypes directly to chil-
dren and to directly evaluate their effect.
An architect’s computer
This example concerned the design of a portable
computer for architects who need to gather a lot of
information during visits to building sites. One of
the first questions the designers explored was what
form would be appropriate for their users. With-
out much ado they weighted the pizza box shown
in Example 10 to the expected weight of the com-
puter, and gave it to an architect to carry on a site
visit. They watched how he carried the box, what
else he carried with him, and what tasks he needed
to do during the visit. They saw that the rectilinear
form and weight were too awkward, given the other
materials he carried with him, and this simple in-
sight led them to consider of a softer form. As
shown by its marker, this is an example of a rough
look and feel prototype (Figure 5). Role was also
explored in a minor way by seeing the context that
the artifact would be used in.
The pizza box was a very efficient prototype. Spend-
ing virtually no time building it or considering op-
tions, the students got useful feedback on a basic
design question—what physical form would be best
for the user. From what they learned in their simple
field test, they knew immediately that they should
try to think beyond standard rectilinear notebook
computer forms. They began to consider many dif-
ferent options including designing the computer to
feel more like a soft shoulder bag.
4.3 Implementation Prototypes
Some prototypes are built primarily to answer tech-
nical questions about how a future artifact might
actually be made to work. They are used to dis-
cover methods by which adequate specifications for
Example 9. Look and feel simulation prototypes for a
child’s toy [E9 Bellman et al, 1993].
Example 10. Pizza-box prototype of an architect’s
computer [E10 Apple Design Project, 1992].
11
the final artifact can be achieved—without having
to define its look and feel or the role it will play for
a user. (Some specifications may be unstated, and
may include externally imposed constraints, such
as the need to reuse existing components or pro-
duction machinery.) Designers make implementa-
tion prototypes as experiments for themselves and
the design team, to demonstrate to their organiza-
tion the technical feasibility of the artifact, and to
get feedback from users on performance issues.
A digital movie editor
Some years ago it was not clear how much
interactivity could be added to digital movies play-
ing on personal computers. Example 11 shows a
picture of a prototype that was built to investigate
solutions to this technical challenge. It was an ap-
plication, written in the C programming language
to run on an Apple Macintosh computer. It offered
a variety of movie data-processing functionality
such as controlling various attributes of movie play.
The main goal of the prototype was to allow mark-
ing of points in a movie to which scripts (which
added interactivity) would be attached. As indi-
cated by the marker in Figure 6, this was primarily
a carefully planned implementation prototype.
Many options were evaluated about the best way
to implement its functions. The role that the func-
tions would play was less well defined. The visible
look and feel of the prototype was largely inciden-
tal: it was created by the designer almost purely to
demonstrate the available functionality, and was not
intended to be used by others.
This prototype received varying responses when
demonstrated to a group of designers who were not
members of the movie editor design team. When
the audience understood that an implementation
design was being demonstrated, discussion was fo-
cused productively. At other times it became fo-
cused on problems with the user interface, such as
the multiple cascading menus, which were hard to
control and visually confusing. In these cases, dis-
cussion was less productive: the incidental user in-
terface got in the way of the intentional implemen-
tation.
The project leader shared some reflections after this
somewhat frustrating experience. He said that part
of his goal in pursuing a working prototype alone
was to move the project through an organization
that respected this kind of prototype more than
“smoke and mirrors” prototypes—ones which only
simulate functionality. He added that one problem
might have been that the user interface was neither
good enough nor bad enough to avoid misunder-
standings. The edit list, which allowed points to be
marked in movies, was a viable look and feel de-
sign; while the cascading menus were not. For the
audience that the prototype was shown to, it might
have been more effective to stress the fact that look
and feel were not the focus of the prototype; and
perhaps, time permitting, to have complemented this
prototype with a separate look and feel prototype
that explained their intentions in that dimension.
A fluid dynamics simulation system
Example 12 shows a small part of the C++ pro-
gram listing for a system for simulating gas flows
and combustion in car engines, part of an engineer-
Example 11. Working prototype of a digital movie
editor [E11 Degen, 1994].
Role
Look and feel
Implementation
12
11
Figure 6. Relationship of implementation prototypes
(Examples 11 and 12 ) to the model.
12
ing research project (Hill, 1993). One goal of this
prototype was to demonstrate the feasibility of ob-
ject-oriented programming using the C++ language
in place of procedural programs written in the older
FORTRAN language. Object-oriented program-
ming can in theory lead to increased software re-
use, better reliability and easier maintenance. Since
an engine simulation may take a week to run on
the fastest available computers and is extremely
memory-intensive, it was important to show that
the new approach did not incur excessive perfor-
mance or memory overheads. The program listing
shown was the implementation of the operation to
copy one list of numbers to another. When tested,
it was shown to be faster than the existing
FORTRAN implementation. The prototype was
built primarily for the design team’s own use, and
eventually used to create a deployable system. The
marker in Figure 6 indicates that this prototype pri-
marily explored implementation.
Other kinds of implementation prototypes include
demonstrations of new algorithms (e.g., a graphi-
cal rendering technique or a new search technol-
ogy), and trial conversions of existing programs to
run in new environments (e.g., converting a program
written in the C language to the Java language).
Implementation prototypes can be hard to build,
and since they actually work, it is common for them
to find their way directly into the final system. Two
problems arise from this dynamic: firstly, programs
developed mainly to demonstrate feasibility may
turn out in the long term to be difficult to maintain
and develop; and secondly, their temporary user in-
terfaces may never be properly redesigned before
the final system is released. For these reasons it is
often desirable to treat even implementation pro-
totypes as disposable, and to migrate successful
implementation designs to a new integrated proto-
type as the project progresses.
4.4 Integration prototypes
Integration prototypes are built to represent the
complete user experience of an artifact. Such pro-
totypes bring together the artifact’s intended design
in terms of role, look and feel, and implementa-
tion. Integrated prototypes help designers to bal-
ance and resolve constraints arising in different de-
sign dimensions; to verify that the design is com-
plete and coherent; and to find synergy in the de-
sign of the integration itself. In some cases the in-
tegration design may become the unique innova-
tion or feature of the final artifact. Since the user’s
experience of an artifact ultimately combines all
three dimensions of the model, integration proto-
types are most able to accurately simulate the final
artifact. Since they may need to be as complex as
the final artifact, they are the most difficult and
time consuming kinds of prototypes to build. De-
signers make integration prototypes to understand
the design as a whole, to show their organizations
a close approximation to the final artifact, and to
get feedback from users about the overall design.
The Sound Browser
The “SoundBrowser” prototype shown in Example
13 was built as part of a larger project which inves-
tigated uses of audio for personal computer users
(Degen et al, 1992). The prototype was built in C
IntList& IntList::operator=(const IntList& oldList)
{
register long n = oldList.size;
if (n != size) setSize(n);
register int* newPtr = &values[n];
register int* oldPtr = &oldList.values[n];
while (n–) *–newPtr = *–oldPtr;
return *this;
}
Example 12. C++ program sample from a fluid
dynamics simulation system [E12 Hill, 1993].
Role
Look and feel
Implementation
13
14
15
Figure 7. Relationship of integration prototypes
(Examples 13-15) to the model.
13
to run on a Macintosh. It allowed a user to browse
digital audio data recorded on a special personal
tape recorder equipped with buttons for marking
points in the audio. The picture shows the
SoundBrowser’s visual representation of the audio
data, showing the markers below the sound dis-
play. A variety of functions were provided for re-
viewing sound, such as high-speed playback and
playback of marked segments of audio.
This prototype earns a position right in the center
of the model, as shown in Figure 7. All three di-
mensions of the model were explored and repre-
sented in the prototype. The role of the artifact
was well thought-out, being driven initially by ob-
servations of what users currently do to mark and
play back audio, and then by iteratively designed
scenarios of how it might be done more efficiently
if electronic marking and viewing functions were
offered. The look and feel of the prototype went
through many visual design iterations. The imple-
mentation was redesigned several times to meet the
performance needs of the desired high-speed play-
back function.
When the SoundBrowser was near completion it
was prepared for a user test. One of the features
which the design team intended to evaluate was the
visual representation of the sound in the main win-
dow. They wanted to show users several alterna-
tives to understand their preferences. The program-
mer who built the SoundBrowser had developed
most of the alternatives. In order to refine these
and explore others, two other team members cop-
ied screen-shots from the tool into a pixel-painting
application, where they experimented with modifi-
cations. This was a quick way to try out different
visual options, in temporary isolation from other
aspects of the artifact. It was far easier to do this in
a visual design tool than by programming in C.
When finished, the new options were programmed
into the integrated prototype. This example shows
the value of using different tools for different kinds
of design exploration, and how even at the end of a
project simple, low-fidelity prototypes might be
built to solve specific problems.
The Pile Metaphor
The prototype shown in Example 14 was made as
part of the development of the “pile” metaphor—a
user interface element for casual organization of
information (Mander et al, 1992, Rose et al, 1993).
It represented the integration of designs developed
in several other prototypes which independently
explored the look and feel of piles, “content-aware”
information retrieval, and the role that piles could
play as a part of an operating system. In the pile
metaphor, each electronic document was repre-
sented by a small icon or “proxy”, several of which
were stacked to form a pile. The contents of the
pile could be quickly reviewed by moving the ar-
row cursor over it. While the cursor was over a
particular document, the “viewing cone” to the right
displayed a short text summary of the document.
This prototype was shown to designers, project
managers, and software developers as a proof of
concept of the novel technology. The implementa-
tion design in this prototype might have been
achieved with virtually no user interface: just text
input and output. However, since the prototype
was to be shown to a broad audience, an integrated
style of prototype was chosen, both to communi-
cate the implementation point and to verify that
the piles representation was practically feasible. It
helped greatly that the artifact’s role and look and
feel could be directly inherited from previous pro-
totypes. Figure 7 shows its marker on the model.
Example 13. Integrated prototype of a sound browser
[E13 Degen 1993].
Example 14. Integration prototype of the “pile”
metaphor for information retrieval [E14 Rose, 1993].
14
A garment histor y browser
The prototype in Example 15 was a working sys-
tem which enabled users to enter and retrieve snip-
pets of information about garment designs via a
visually rich user interface (Hill et al, 1993; Scaife
et al, 1994). The picture shows the query tool which
was designed to engage fashion designers and pro-
vide memorable visual cues. The prototype was
designed for testing in three corporations with a
limited set of users’ actual data, and presented to
users in interviews. It was briefly demonstrated,
then users were asked to try queries and enter re-
marks about design issues they were currently aware
of.
This prototype was the end-result of a progression
from an initial focus on role (represented by verbal
usage scenarios), followed by rough look and feel
prototypes and an initial implementation. Along
the way various ideas were explored, refined or re-
jected. The working tool, built in Allegiant
SuperCard™, required two months’ intensive work
by two designers. In retrospect the designers had
mixed feelings about it. It was highly motivating
to users to be able to manipulate real user data
through a novel user interface, and much was
learned about the design. However, the designers
also felt that they had to invest a large amount of
time in making the prototype, yet had only been
able to support a very narrow role compared to the
breadth shown in the animation shown in Example
8. Many broader design questions remained unan-
swered.
5. SUMMARY
In this chapter, we have proposed a change in the
language used by designers to think and talk about
prototypes of interactive artifacts. Much current
terminology centers on attributes of prototypes
themselves: the tools used to create them, or how
refined-looking or -behaving they are. Yet tools
can be used in many different ways, and resolution
can be misleading. We have proposed a shift in
attention to focus on questions about the design of
the artifact itself: What role will it play in a users
life? How should it look and feel? How should it
be implemented? The model that we have intro-
duced can be used by designers to divide any de-
sign problem into these three classes of questions,
each of which may benefit from a different approach
to prototyping.
We have described a variety of prototypes from real
projects, and have shown how the model can be
used to communicate about their purposes. Sev-
eral practical suggestions for designers have been
raised by the examples:
Example 15. Integrated prototype of a garment
history browser [E15 Hill and Kamlish 1992].
Role
Look and feel
Implementation
8
1
2
4
6
7
912
11 13
5
14
15
3
10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
3D space-planning (role)
3D space-planning (look and feel)
3D space-planning (implementation)
Storyboard for portable notebook computer
Interactive story, operating system user interface
Vision video, notebook computer
Appearance model, integrated communicator
Animation, fashion design workspace
Look and feel simulation, child’s toy
Pizza-box, architect’s computer
Working prototype, digital movie editor
C++ program listing, fluid dynamics simulation
Integrated prototype, sound browser
Integrated prototype, pile metaphor
Integrated prototype, garment history browser
Figure 8. Relationship of all examples to the model.
15
• Define “prototype” broadly. Efficient prototypes
produce answers to their designers’ most important
questions in the least amount of time. Sometimes
very simple representations make highly effective
prototypes: e.g., the pizza-box prototype of an
architect’s computer [Example 10] and the story-
board notebook [Example 1]. We define a proto-
type as any representation of a design idea—regard-
less of medium; and designers as the people who
create them—regardless of their job titles.
• Build multiple prototypes. Since interactive arti-
facts can be very complex, it may be impossible to
create an integrated prototype in the formative
stages of a project, as in the 3D space-planning ex-
ample [Examples 1, 2, and 3]. Choosing the right
focused prototypes to build is an art in itself. Be
prepared to throw some prototypes away, and to
use different tools for different kinds of prototypes.
• Know your audience. The necessary resolution
and fidelity of a prototype may depend most on the
nature of its audience. A rough role prototype such
as the interactive storyboard [Example 4] may work
well for a design team but not for members of the
supporting organization. Broader audiences may
require higher-resolution representations. Some or-
ganizations expect to see certain kinds of proto-
types: implementation designs are often expected
in engineering departments, while look-and-feel and
role prototypes may rule in a visual design envi-
ronment.
• Know your prototype; prepare your audience. Be
clear about what design questions are being ex-
plored with a given prototype—and what are not.
Communicating the specific purposes of a proto-
type to its audience is a critical aspect of its use. It
is up to the designer to prepare an audience for view-
ing a prototype. Prototypes themselves do not nec-
essarily communicate their purpose. It is especially
important to clarify what is and what is not ad-
dressed by a prototype when presenting it to any
audience beyond the immediate design team.
By focusing on the purpose of the prototype—that
is, on what it prototypes—we can make better de-
cisions about the kinds of prototypes to build. With
a clear purpose for each prototype, we can better
use prototypes to think and communicate about
design.
6. ACKNOWLEDGMENTS
Special thanks are due to Thomas Erickson for guid-
ance with this chapter, and to our many colleagues
whose prototypes we have cited, for their comments
on early drafts. We would also like to acknowl-
edge S. Joy Mountford whose leadership of the
Human Interface Group at Apple created an atmo-
sphere in which creative prototyping could flour-
ish. Finally, thanks to James Spohrer, Lori Leahy,
Dan Russell, and Donald Norman at Apple Re-
search Labs for supporting us in writing this chap-
ter.
6.1 Prototype Credits
We credit here the principal designer and design
team of each example prototype shown.
[E1] Stephanie Houde, [E2] Stephanie Houde, [E3]
Michael Chen. ©␣ Apple Computer, Inc., 1990. Project
team: Penny Bauersfeld, Michael Chen, Lewis Knapp
(project leader), Laurie Vertelney and Stephanie
Houde.
[E4] Laurie Ver telney. ©␣ Apple Computer Inc., 1990.
Project team: Michael Chen, Thomas Erickson, Frank
Leahy, Laurie Vertelney (project leader).
[E5] Laurie Ver telney and Yin Yin Wong. ©␣ Apple
Computer Inc., 1990. Project team: Richard Mander,
Gitta Salomon (project leader), Ian Small, Laurie
Vertelney, Yin Yin Wong.
[E6] Hugh Dubberly and Doris Mitch. ©␣ Apple Com-
puter, Inc., 1987. The Knowledge Navigator. (Video.)
[E7] Masamichi Udagawa. ©␣ Apple Computer Inc.,
1995. Project team: Charles Hill, Heiko Sacher,
Nancy Silver, Masamichi Udagawa.
[E8] Charles Hill. ©␣ Royal College of Art, London,
1992. Project team: Gillian Crampton Smith, Eleanor
Cur tis, Charles Hill (Royal College of Art), Mike Scaife
(Sussex University), and Philip Joe (IDEO, London).
[E9] Tom Bellman, Byron Long, Abba Lustgarten.
University of Toronto, Apple Design Project. © Apple
Computer Inc., 1993.
[E10] Apple Design Project. ©␣ Apple Computer, Inc.,
1992.
16
[E11] Leo Degen. ©␣ Apple Computer Inc., Project
team: Leo Degen, Stephanie Houde, Michael Mills
(team leader), David Vronay.
[E12] Charles Hill. Doctoral thesis. Project team:
Charles Hill, Henry Weller. © University of London,
1993.
[E13] Leo Degen. ©␣ Apple Computer Inc., 1193.
Project team: Leo Degen, Richard Mander, Gitta
Salomon (team leader), Yin Yin Wong.
[E14] Daniel Rose. ©␣ Apple Computer, Inc., 1993.
Project team: Penny Bauersfeld, Leo Degen, Stephanie
Houde, Richard Mander, Ian Small, Gitta Salomon
(team leader), Yin Yin Wong
[E15] Charles Hill and Stephen Kamlish. © Royal
College of Art, London, 1992. Project team: Gillian
Crampton Smith, Eleanor Curtis, Charles Hill, Stephen
Kamlish (Royal College of Art), and Mike Scaife
(Sussex University).
6.2 References
Degen, L., Mander, R., Salomon, G. (1992). Working
with Audio: Integrating Personal Tape Recorders and
Desktop Computers. Human Factors in Computing
Systems: Proc. CHI’92. New York: ACM, pp. 413-418.
Dubberly, H. and Mitch, D. (1987). The Knowledge
Navigator. Apple Computer, Inc. videotape.
Ehn, P., Kyng, M. (1991). Cardboad Computers:
Mocking-it-up or Hands-on the Future. Design at Work:
Cooperative Design of Computer Systems (ed.
Greenbaum, J., and Kyng, M.). Hillsdale, NJ: Lawrence
Erlbaum. pp. 169-195.
Erickson, T. (1995). Notes on Design Practice: Stories
and Prototypes as Catalysts for Communication.
“Envisioning Technology: The Scenario as a Framework
for the System Development Life Cycle” (ed. Carroll,
J.). Addison-Wesley.
Hill, C. (1993). Software Design for Interactive
Engineering Simulation. Doctoral Thesis. Imperial
College of Science, Technology and Medicine, Univer-
sity of London.
Hill, C., Crampton Smith, G., Curtis, E., Kamlish, S.
(1993). Designing a Visual Database for Fashion
Designers. Human Factors in Computing Systems:
Adjunct Proc. INTERCHI’93. New York, ACM, pp. 49-
50.
Houde, S. (1992). Iterative Design of and Inter face for
Easy 3-D Direct Manipulation. Human Factors in
Computing Systems. Proc. CHI’92. New York: ACM, pp.
135-142.
I.D.Magazine. Apple’s Shared Conceptual Model. The
International Design Magazine: 41st. Annual Design
Review, July-August 1995. USA. pp. 206-207
Kim, S. (1990). Interdisciplinar y Collaboration. The Ar t
of Human Computer Interface Design (ed. B. Laurel).
Reading, MA: Addison-Wesley. pp.31-44.
Mander, R., Salomon, G., Wong, Y.Y. (1992). A ‘Pile’
Metaphor for Supporting Casual Organization of
Information. Human Factors in Computing Systems:
Proc. CHI’92. New York: ACM, pp. 627-634.
Rose, D.E., Mander, R., Oren, T., Ponceleón, D.B.,
Salomon, G., Wong, Y. (1993). Content Awareness in a
File System Interface: Implementing the ‘Pile’ Metaphor
for Organizing Information. Research and Development
in Information Retrieval: Proc. SIGIR. Pittsburgh, PA:
ACM, pp. 260-269.
Scaife, M., Curtis, E., Hill, C. (1994). Interdisciplinar y
Collaboration: a Case Study of Software Development
for Fashion Designers. Interacting with Computers, Vol.
6. no. 4, pp. 395-410
Schrage, M. (1996). Cultures of Prototyping. Bringing
Design to Software (ed. T. Winograd). USA: ACM Press.
pp. 191-205.
Wong, Y.Y. (1992). Rough and Ready Prototypes:
Lessons from Graphic Design. Human Factors in
Computing Systems: Proc. CHI’92, Posters and Short-
Talks, New York: ACM, pp. 83-84.